Our experiments on schedule sampling consider the step and linear schedules in addition to the teacher forcing, provided as a baseline to compare with.
The study extends to the non-conventional inverse variations for both the step and linear cases, inspired by the finding reported in [1]}.
The inverse variations actually defy the curriculum learning paradigm, as they start the training with the prediction of the model as references, and progress into a set up that considers only ground truth labels at the end.
